Unit Portfolio Assign
It must be aligned with Virginia standards. 2nd grade S.S
2 years ago 35
UnitPortfolioAssignmentInstructions.docx
UnitPortfolioExample.pptx
UnitPortfolioAssignmentInstructions.docx
EDLC 636
Unit Portfolio Assignment Instructions
Overview
For this assignment, you will design a unit of instruction and present an overview of your plan. The purpose of this assignment is for you to gain a big-picture view of instructional design for a specific topic in social studies.
Instructions
Produce a unit of instruction containing each of the elements listed below and present it in a Microsoft PowerPoint (or equivalent slide presentation program). The entire length of your presentation may not exceed 20 slides. A Unit Portfolio Example has been provided for your reference.
The first slide of your presentation must be the title slide containing the title of the unit, the date of submission, and your name.
Subsequent slides must include the following:
1. A description of the unit, including:
a. The unit’s overall topic/subject matter.
b. For which grade and subject the unit is designed.
c. State, national, and InTASC standards addressed by the unit. See the links provided with this assignment. Only Virginia Standards of Learning or Common Core Standards may be used for state standards.
2. The specific character principles addressed in the unit. Describe how each character quality or life skill will be integrated.
3. A list of the specific learning objectives covered by the entire unit. The learning objectives should be succinct and contain a clear Condition, Performance, and Criterion. Here is an objective example with each part color-coded (Condition, Performance, Criterion): After reading three fictional short stories, the student will correctly identify each story’s main conflict and resolution from a list of choices with 4/6 identified correctly.
4. A listing of the key critical concepts being addressed in the unit. The key critical concepts are ones that arise and permeate throughout the unit (e.g., democracy, freedom, environmental influence, etc.). Your unit plan should include an exploration of these key concepts throughout.
5. Context of where the unit lies within a course and the unit’s series of lessons. Provide this context in the following:
a. Course map – Create a flowchart or graphic of all units for that grade/subject, demonstrating where your unit falls within that series.
b. Unit map – Create a flowchart or graphic of all the lessons for your unit. All lessons in the unit map should be related and build toward the unit’s learning objectives.
c. Unit schedule – Create a table, flowchart, or graphic that depicts your unit’s duration. The schedule should give day counts, not specific calendar dates. Include topics of instruction, unique activities (e.g., field trips, guest speakers, etc.), and assessments.
6. An overview of the unit’s launching activity and all subsequent learning activities. The launching activity is an attention-grabbing activity to build anticipation and provide real-life relevance. Provide a list of all subsequent learning activities with a general description of their topic and/or goal.
7. A list of the resources and materials required for the unit. Use various types of resources, including technology, texts, and hands-on activities. Specify in which lesson(s) each resource/material will be used.
8. A description of the unit’s differentiation and accommodations for student diversity (both cultural and learning diversity, including learners with identified special needs). Include stimulating and engaging experiences for diverse students in the areas of giftedness, English Language Learners (ELL), and learning styles. All types of learners must be addressed with at least two or more activities or accommodations provided to meet their needs.
9. Assessments – describe the unit’s diverse array of formative and summative assessments. Formative assessments are to be interspersed appropriately among the lessons to evaluate the lessons’ efficacy and needs for concept reinforcements. Summative assessments measure students’ performance in meeting the unit’s objectives.
10. An overview of the unit’s cross-curricular connections. Connections to a minimum of three other content areas must be p
11. References of all resources used in creating your unit plan. Your references must be listed in adherence to current APA formatting guidelines.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 2
UnitPortfolioExample.pptx
The Great Depression and World War II
(A Unit Plan for Grade 5 History)
July 3, 2022
Submitted by:
Liberty Student
Unit Description and State Learning Standards
The unit covers Era 8 - The Great Depression and World War II
The unit is for a Grade 5 History class
Virginia Standards of Learning (U.S. History 1865 to Present)
USII.6 -The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century by
analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.
USII.7 - The student will apply social science skills to understand the major causes and effects of American involvement in World War II by
a) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;
b) locating and describing the major events and turning points of the war in Europe and the Pacific; and
c) explaining and evaluating the impact of the war on the home front.
https://doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml
Example
National Standards from The College, Career, and Civic Life (C3) Framework for Social Studies
Include a list of all applicable National Standards. Include a source citation.
Example
InTASC Standards
Include a list of all applicable InTASC. Include a source citation.
Example
Character Integration Principles
Debt—Excess debt is a danger for individuals , companies, or nations. Prior to the great depression, people and businesses had an unbiblical perspective on debt and credit. The consequences during the depression were severe and painful. “The rich rule over the poor, and the borrower is slave to the lender. Proverbs 22:7 (NIV).”
Contentment—Even if a person lacks the basics and still has needs, a person can find contentment, peace, and strength, through God. “I know what it is to be in need, and I know what it is to have plenty. I have learned the secret of being content in any and every situation, whether well fed or hungry, whether living in plenty or in want. 13 I can do all this through him (Christ) who gives me strength.” Philippians 4:12-13 (NIV).”
Justice—Sometimes a person or a nation has to fight to defend the weak and exploited; stand for what is right; and promote justice in the world. standing for the exploited and weak
Example
Unit Objectives
TSW
Analyze the causes and consequences of the stock market crash of 1929.
List and explain the causes of the Great Depression
Identify names, dates, and terms specific to the Great Depression
Compare the causes of the Great Depression to current conditions in America today.
Demonstrate how excessive debt contributed to economic failure
TSW
Interpret maps to explain how American life changed during the 1930s for rural farm owners and urban laborers.
Explore how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
TSW
Write biographical character sketches comparing Franklin D. Roosevelt and Herbert Hoover.
Contrast the background and leadership abilities of Franklin D. Roosevelt with those of Herbert Hoover.
Identify and evaluate programs implemented as part of the New Deal
Explain how New Deal legislation and policies affected American workers and the labor movement.
TSW
Identify the causes and course of World War II,
Demonstrate how Totalitarianism can rise and take advantage of democracies
Explore the character of the war at home and abroad, and how America’s involvement in WWII has reshaped the U.S. role in world affairs.
TSW
Identify and explain the major turning points of the war (Midway, Battle of Bulge)
Identify the major personalities and battles of the war and contrast military campaigns in the European theater.
Identify the major personalities and battles of the war and contrast military campaigns in the Pacific theater.
Explain how the United States mobilized its economic and military resources during World War II.
Take a position on the use of Atomic Weapons
**All objectives will be met with 80% accuracy as determined by summative assessments.
Example
Key Concepts
Excessive Debt and Desire for Easy Wealth Lead to Problems for Individuals, Companies, and Nations
Government has a role to play in tough times
A balance is necessary between the rights of workers and the needs of companies
The Society of today is a result of Franklin Roosevelt’s actions as President
Almost all wars are fought over resources (land, oil, water, people)
Totalitarianism is a threat to the American way of life
Fighting is necessary to promote justice in other parts of the world
Fighting is necessary to preserve America’s way of life
Example
Course Map for 5th Grade History
Example
5th Grade History and Geography
2nd 9 weeks
3rd 9 weeks
1st 9 weeks
Exploration
Colonization
Growth of a New Nation
War on Two Fronts
The Civil War
Reconstruction
Gilded Age
Industrialization
Westward Expansion
4th 9 weeks
Revolution
Establishment of the Nation
WWI
Great Depression and WWII
America the Superpower
America Today
Unit Map for The Great Depression and World War II
Example
Great Depression
And New Deal
Stock Market Crash
Life in the Great Depression
The New Deal
WWII
The Road to War
The European Campaign
The Pacific Campaign
Causes
Dust Bowl
Work Programs
American Neutrality
European Appeasement
The Rise of Totalitarianism
Totalitarian Expansionism
Blitzkrieg
War on Two Fronts
Italian Liberation
D-Day
Japanese Imperialism/ Expansion
Pearl Harbor
American Victory in the Pacific
America After WWII
Effects on America and the world
Labor rights
Social Programs
Political Excesses
Unit Schedule
| Sub-Units | Lessons | Lessons | Lessons | Lessons |
| Great Depression (4 Days) | Stock Market Crash (2 day) | Dust Bowl (1 day) | Labor Struggles (1 day) | |
| New Deal (5 Days) | Work Programs (2 days) | Social Programs (2 days) | ||
| WWII (12 Days) | Road to War (4 days) | European Campaign (4 Days) | Pacific Campaign (4 Days) | Post-war America (1 Day) |
| Unit Assessment 2 Days | Review (1 day) | Test (1 day) |
Example
Learning Activities
Launching Activity: Gallery Walk of Depression Era photographs
Students will describe what they think is happening in each of the five pictures.
Daily journal entries/reflections that draw on the previous day’s lesson
Simulation that helps students understand Inflation, Stock margin calls
Study biographical information on Hoover/Roosevelt and write character sketches
Simulate labor bids to demonstrate how companies can undercut wages (Pitting workers against each other vs. Unionizing)
Selected students will role-play a scenario that visualizes the issue of German expansionism/and appeasement
Debate on should the U.S. stay neutral or fight (based on historical newspaper articles)
Watch and assess videos on Hitler, Mussolini, and Imperial Japan
Simulation/game that allows students to try to recreate/prevent the rise of totalitarianism (Scripted events/reaction/probabilities decided by chance dice rolls etc)
In-class museum—View and discuss authentic and reproduced items from WWII
Example
Resources and Materials
Student Journals
Encyclopedia/Biographies for Character Sketches on Hoover/Roosevelt
Board Game Money to demonstrate the economics of Stock Market Crash/Margin Calls/Inflation
YouTube videos/History.com videos on the stock market crash and Great Depression (History Channel)
Overhead projector and transparencies for WWII campaigns
WWII Atlases and Map reproductions for WWII campaigns
Wall map (projected for simulation)
DVD Clips
Dawn of War Early Battles of WWII
Battlefront (Profiles on Hitler; Mussolini; Stalin; Japan; Key battles)
Historical Artifacts (for WWII lessons)
Newspapers (Chicago Sun-Times from 1939; Stars & Stripes from 1943-44)
Victory in Europe Experience (Book with a recreation of documents)
WWII unit patches; documents; memorabilia
Example
Classroom Diversity and Differentiation
LD, ED, ADD, ID – Use of imagery/maps/videos/simulations/role play/debates will assist those not receptive to text use.
LD - Opportunity to present oral reports rather than written character sketches
Gifted – Read “Hitler Youth” and prepare a presentation on life in Germany as a young person.
Learning Styles – Visual, auditory, and kinetic addressed with visuals, movement in the classroom, simulations
Multicultural Connections –
Explore the treatment of Nazi prisoners versus African American soldiers in the 1940s.
Why did America send American citizens of Japanese ethnicity to internment camps? How was this different from German concentration camps?
What was the connection between German eugenics and the Holocaust (i.e., what is the value of people and how easily can we devalue people?)
Example
Assessments
Formative Assessments
Great Depression--Brief quiz to assess knowledge of terms/persons/key events
WWII– Jeopardy-style game that determines the scope of knowledge of the class
Students create a (detailed) timeline of events from 1929- 1939 from memory (given 3 significant events)– ungraded activity.
Students complete map exercises that highlight key players of WWII; and main theaters; highlighting the Axis and Allied alliances
Traditional matching quiz on key leaders/personalities to their countries/alliances
Journal entries that require students to reflect on the previous day’s lesson
Character sketches of Roosevelt/Hoover
Roleplay, debates, and simulations to determine the degree to which students are inculcating objectives
Summative Assessments
Section multiple choice/short answer test on Great Depression w/map
Section multiple choice/short answer test on WWII w/map
Unit test using elements from two previous tests
Example
14
Curricular Connections
Science—eugenics; agricultural principles related to soil erosion/retention
Language—Diary of Anne Frank; book reports
Bible—the morality of war (for Christian school)
Math—Development of graphing debt and credit related to the Stock Market Crash
Example
References
Please include a list of resources including state, national, and InTASC standards sites use within the unit.
Example
UnitPortfolioAssignmentInstructions.docx
EDLC 636
Unit Portfolio Assignment Instructions
Overview
For this assignment, you will design a unit of instruction and present an overview of your plan. The purpose of this assignment is for you to gain a big-picture view of instructional design for a specific topic in social studies.
Instructions
Produce a unit of instruction containing each of the elements listed below and present it in a Microsoft PowerPoint (or equivalent slide presentation program). The entire length of your presentation may not exceed 20 slides. A Unit Portfolio Example has been provided for your reference.
The first slide of your presentation must be the title slide containing the title of the unit, the date of submission, and your name.
Subsequent slides must include the following:
1. A description of the unit, including:
a. The unit’s overall topic/subject matter.
b. For which grade and subject the unit is designed.
c. State, national, and InTASC standards addressed by the unit. See the links provided with this assignment. Only Virginia Standards of Learning or Common Core Standards may be used for state standards.
2. The specific character principles addressed in the unit. Describe how each character quality or life skill will be integrated.
3. A list of the specific learning objectives covered by the entire unit. The learning objectives should be succinct and contain a clear Condition, Performance, and Criterion. Here is an objective example with each part color-coded (Condition, Performance, Criterion): After reading three fictional short stories, the student will correctly identify each story’s main conflict and resolution from a list of choices with 4/6 identified correctly.
4. A listing of the key critical concepts being addressed in the unit. The key critical concepts are ones that arise and permeate throughout the unit (e.g., democracy, freedom, environmental influence, etc.). Your unit plan should include an exploration of these key concepts throughout.
5. Context of where the unit lies within a course and the unit’s series of lessons. Provide this context in the following:
a. Course map – Create a flowchart or graphic of all units for that grade/subject, demonstrating where your unit falls within that series.
b. Unit map – Create a flowchart or graphic of all the lessons for your unit. All lessons in the unit map should be related and build toward the unit’s learning objectives.
c. Unit schedule – Create a table, flowchart, or graphic that depicts your unit’s duration. The schedule should give day counts, not specific calendar dates. Include topics of instruction, unique activities (e.g., field trips, guest speakers, etc.), and assessments.
6. An overview of the unit’s launching activity and all subsequent learning activities. The launching activity is an attention-grabbing activity to build anticipation and provide real-life relevance. Provide a list of all subsequent learning activities with a general description of their topic and/or goal.
7. A list of the resources and materials required for the unit. Use various types of resources, including technology, texts, and hands-on activities. Specify in which lesson(s) each resource/material will be used.
8. A description of the unit’s differentiation and accommodations for student diversity (both cultural and learning diversity, including learners with identified special needs). Include stimulating and engaging experiences for diverse students in the areas of giftedness, English Language Learners (ELL), and learning styles. All types of learners must be addressed with at least two or more activities or accommodations provided to meet their needs.
9. Assessments – describe the unit’s diverse array of formative and summative assessments. Formative assessments are to be interspersed appropriately among the lessons to evaluate the lessons’ efficacy and needs for concept reinforcements. Summative assessments measure students’ performance in meeting the unit’s objectives.
10. An overview of the unit’s cross-curricular connections. Connections to a minimum of three other content areas must be p
11. References of all resources used in creating your unit plan. Your references must be listed in adherence to current APA formatting guidelines.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 2
UnitPortfolioExample.pptx
The Great Depression and World War II
(A Unit Plan for Grade 5 History)
July 3, 2022
Submitted by:
Liberty Student
Unit Description and State Learning Standards
The unit covers Era 8 - The Great Depression and World War II
The unit is for a Grade 5 History class
Virginia Standards of Learning (U.S. History 1865 to Present)
USII.6 -The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century by
analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.
USII.7 - The student will apply social science skills to understand the major causes and effects of American involvement in World War II by
a) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;
b) locating and describing the major events and turning points of the war in Europe and the Pacific; and
c) explaining and evaluating the impact of the war on the home front.
https://doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml
Example
National Standards from The College, Career, and Civic Life (C3) Framework for Social Studies
Include a list of all applicable National Standards. Include a source citation.
Example
InTASC Standards
Include a list of all applicable InTASC. Include a source citation.
Example
Character Integration Principles
Debt—Excess debt is a danger for individuals , companies, or nations. Prior to the great depression, people and businesses had an unbiblical perspective on debt and credit. The consequences during the depression were severe and painful. “The rich rule over the poor, and the borrower is slave to the lender. Proverbs 22:7 (NIV).”
Contentment—Even if a person lacks the basics and still has needs, a person can find contentment, peace, and strength, through God. “I know what it is to be in need, and I know what it is to have plenty. I have learned the secret of being content in any and every situation, whether well fed or hungry, whether living in plenty or in want. 13 I can do all this through him (Christ) who gives me strength.” Philippians 4:12-13 (NIV).”
Justice—Sometimes a person or a nation has to fight to defend the weak and exploited; stand for what is right; and promote justice in the world. standing for the exploited and weak
Example
Unit Objectives
TSW
Analyze the causes and consequences of the stock market crash of 1929.
List and explain the causes of the Great Depression
Identify names, dates, and terms specific to the Great Depression
Compare the causes of the Great Depression to current conditions in America today.
Demonstrate how excessive debt contributed to economic failure
TSW
Interpret maps to explain how American life changed during the 1930s for rural farm owners and urban laborers.
Explore how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
TSW
Write biographical character sketches comparing Franklin D. Roosevelt and Herbert Hoover.
Contrast the background and leadership abilities of Franklin D. Roosevelt with those of Herbert Hoover.
Identify and evaluate programs implemented as part of the New Deal
Explain how New Deal legislation and policies affected American workers and the labor movement.
TSW
Identify the causes and course of World War II,
Demonstrate how Totalitarianism can rise and take advantage of democracies
Explore the character of the war at home and abroad, and how America’s involvement in WWII has reshaped the U.S. role in world affairs.
TSW
Identify and explain the major turning points of the war (Midway, Battle of Bulge)
Identify the major personalities and battles of the war and contrast military campaigns in the European theater.
Identify the major personalities and battles of the war and contrast military campaigns in the Pacific theater.
Explain how the United States mobilized its economic and military resources during World War II.
Take a position on the use of Atomic Weapons
**All objectives will be met with 80% accuracy as determined by summative assessments.
Example
Key Concepts
Excessive Debt and Desire for Easy Wealth Lead to Problems for Individuals, Companies, and Nations
Government has a role to play in tough times
A balance is necessary between the rights of workers and the needs of companies
The Society of today is a result of Franklin Roosevelt’s actions as President
Almost all wars are fought over resources (land, oil, water, people)
Totalitarianism is a threat to the American way of life
Fighting is necessary to promote justice in other parts of the world
Fighting is necessary to preserve America’s way of life
Example
Course Map for 5th Grade History
Example
5th Grade History and Geography
2nd 9 weeks
3rd 9 weeks
1st 9 weeks
Exploration
Colonization
Growth of a New Nation
War on Two Fronts
The Civil War
Reconstruction
Gilded Age
Industrialization
Westward Expansion
4th 9 weeks
Revolution
Establishment of the Nation
WWI
Great Depression and WWII
America the Superpower
America Today
Unit Map for The Great Depression and World War II
Example
Great Depression
And New Deal
Stock Market Crash
Life in the Great Depression
The New Deal
WWII
The Road to War
The European Campaign
The Pacific Campaign
Causes
Dust Bowl
Work Programs
American Neutrality
European Appeasement
The Rise of Totalitarianism
Totalitarian Expansionism
Blitzkrieg
War on Two Fronts
Italian Liberation
D-Day
Japanese Imperialism/ Expansion
Pearl Harbor
American Victory in the Pacific
America After WWII
Effects on America and the world
Labor rights
Social Programs
Political Excesses
Unit Schedule
| Sub-Units | Lessons | Lessons | Lessons | Lessons |
| Great Depression (4 Days) | Stock Market Crash (2 day) | Dust Bowl (1 day) | Labor Struggles (1 day) | |
| New Deal (5 Days) | Work Programs (2 days) | Social Programs (2 days) | ||
| WWII (12 Days) | Road to War (4 days) | European Campaign (4 Days) | Pacific Campaign (4 Days) | Post-war America (1 Day) |
| Unit Assessment 2 Days | Review (1 day) | Test (1 day) |
Example
Learning Activities
Launching Activity: Gallery Walk of Depression Era photographs
Students will describe what they think is happening in each of the five pictures.
Daily journal entries/reflections that draw on the previous day’s lesson
Simulation that helps students understand Inflation, Stock margin calls
Study biographical information on Hoover/Roosevelt and write character sketches
Simulate labor bids to demonstrate how companies can undercut wages (Pitting workers against each other vs. Unionizing)
Selected students will role-play a scenario that visualizes the issue of German expansionism/and appeasement
Debate on should the U.S. stay neutral or fight (based on historical newspaper articles)
Watch and assess videos on Hitler, Mussolini, and Imperial Japan
Simulation/game that allows students to try to recreate/prevent the rise of totalitarianism (Scripted events/reaction/probabilities decided by chance dice rolls etc)
In-class museum—View and discuss authentic and reproduced items from WWII
Example
Resources and Materials
Student Journals
Encyclopedia/Biographies for Character Sketches on Hoover/Roosevelt
Board Game Money to demonstrate the economics of Stock Market Crash/Margin Calls/Inflation
YouTube videos/History.com videos on the stock market crash and Great Depression (History Channel)
Overhead projector and transparencies for WWII campaigns
WWII Atlases and Map reproductions for WWII campaigns
Wall map (projected for simulation)
DVD Clips
Dawn of War Early Battles of WWII
Battlefront (Profiles on Hitler; Mussolini; Stalin; Japan; Key battles)
Historical Artifacts (for WWII lessons)
Newspapers (Chicago Sun-Times from 1939; Stars & Stripes from 1943-44)
Victory in Europe Experience (Book with a recreation of documents)
WWII unit patches; documents; memorabilia
Example
Classroom Diversity and Differentiation
LD, ED, ADD, ID – Use of imagery/maps/videos/simulations/role play/debates will assist those not receptive to text use.
LD - Opportunity to present oral reports rather than written character sketches
Gifted – Read “Hitler Youth” and prepare a presentation on life in Germany as a young person.
Learning Styles – Visual, auditory, and kinetic addressed with visuals, movement in the classroom, simulations
Multicultural Connections –
Explore the treatment of Nazi prisoners versus African American soldiers in the 1940s.
Why did America send American citizens of Japanese ethnicity to internment camps? How was this different from German concentration camps?
What was the connection between German eugenics and the Holocaust (i.e., what is the value of people and how easily can we devalue people?)
Example
Assessments
Formative Assessments
Great Depression--Brief quiz to assess knowledge of terms/persons/key events
WWII– Jeopardy-style game that determines the scope of knowledge of the class
Students create a (detailed) timeline of events from 1929- 1939 from memory (given 3 significant events)– ungraded activity.
Students complete map exercises that highlight key players of WWII; and main theaters; highlighting the Axis and Allied alliances
Traditional matching quiz on key leaders/personalities to their countries/alliances
Journal entries that require students to reflect on the previous day’s lesson
Character sketches of Roosevelt/Hoover
Roleplay, debates, and simulations to determine the degree to which students are inculcating objectives
Summative Assessments
Section multiple choice/short answer test on Great Depression w/map
Section multiple choice/short answer test on WWII w/map
Unit test using elements from two previous tests
Example
14
Curricular Connections
Science—eugenics; agricultural principles related to soil erosion/retention
Language—Diary of Anne Frank; book reports
Bible—the morality of war (for Christian school)
Math—Development of graphing debt and credit related to the Stock Market Crash
Example
References
Please include a list of resources including state, national, and InTASC standards sites use within the unit.
Example
- Submit a 3- to 4-page paper including:•Introduction to the community, including the name of the community and any interesting or historical facts you would like to add about where you live
- Write a C++ program to read 2 grades from the keyboard (Math and Physics).
- Discussion Pos - American Foreign Politics 2
- Module 1 Discussion
- W4 BUS 318 Organizational Behavior
- Module 02 Written Assignment 2 - Being a Minority
- Tourism
- Discussion question creation
- write a 3 pages on the summary of the chapter and 1 page on the opinion of the pages you wrote on the summary. It is a total of 4 pages 1 word document. Please apply all collegiate writing standards
- Corporate Finance 5: Urgent